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Education for Sustainable Development: Partners in Action; Global Action Programme (GAP) Key Partners' Report (2015-2018) 出版年份: 2019 机构作者: UNESCO The Global Action Programme (GAP) on Education for Sustainable Development (ESD) was launched by UNESCO as a follow up to the United Nations Decade of ESD in order to accelerate progress on sustainable development and scale up action in all areas of education and learning. Its duration is from 2015 to 2019.To that end, UNESCO works with a network of 97 GAP Key Partners from government, civil society, the private sector and academia active in five Priority Action Areas: advancing policy, transforming learning environments, building the capacity of educators, empowering youth, and accelerating sustainable solutions at the local level. Each GAP Key Partner committed to meet specific targets by 2019. To measure progress in meeting the targets set by the GAP Key Partners, 10 indicators were identified, two in each Priority Action Area. Through surveys sent to them by UNESCO, GAP Key Partners report against these 10 indicators and toward the targets set for each indicator. In the surveys, GAP Key Partners are also invited to rate the benefits of participation in the GAP for their work and provide qualitative data concerning their implementation progress. Three progress reports are scheduled to be produced: The first report, covering progress between 2015 and 2016, was released by UNESCO in 2017 This second report, covering 2015-2018, is to be published in 2019 The third and final report, covering the entire period of the GAP, 2015-2019, will be published in 2020 This second report presents the results of the GAP Key Partners survey carried out at the end of 2018, with a response rate of 78%. The report presents the analysis of the quantitative responses of GAP Key Partners to each of the 10 indicators. Based on the qualitative responses provided by the GAP Key Partners, a short comment on each of the progress status is also provided. Éducation en vue du développement durable: Partenaires dans l’action; Rapport des partenaires clés du Programme d’action global (2015-2019) 出版年份: 2019 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le Programme d’action global pour l’éducation en vue du développement durable (EDD) a été lancé par l’UNESCO dans le cadre du suivi de la Décennie des Nations Unies pour l’éducation au service du développement durable afin de donner un coup d’accélérateur à la réalisation des objectifs de développement durable et d’intensifier l’action en faveur de l’EDD dans tous les domaines de l’éducation et de l’apprentissage. Le Programme a été mis en œuvre entre 2015 et 2019. L’UNESCO a travaillé avec un réseau constitué des 97 partenaires clés du Programme d’action global. Issus des gouvernements, de la société civile, du secteur privé et de l’université, ces partenaires interviennent dans cinq domaines d’action prioritaires : promouvoir des politiques, transformer les environnements d’apprentissage, renforcer les capacités des éducateurs, autonomiser les jeunes et accélérer la recherche de solutions durables à l’échelle locale. Les partenaires clés du Programme d’action global se sont engagés à atteindre des objectifs précis en 2019. Dix indicateurs, soit deux par domaine d’action prioritaire, ont été définis.Les partenaires clés du Programme d’action global ont rendu compte des progrès accomplis au regard de ces indicateurs à l’aide des trois enquêtes que l’UNESCO leur a envoyées au cours de la mise en œuvre du Programme.Les partenaires clés ont par ailleurs été invités à évaluer en quoi leur participation au Programme d’action global avait été bénéfique à leurs activités et à fournir des données qualitatives sur le déroulement de la mise en œuvre. Trois rapports d’étape ont ainsi été produits : le premier rapport, relatif aux progrès accomplis en 2015 et 2016, a été publié par l’UNESCO en 2017 ; le second, qui concerne la période de 2015 à 2018, est paru en 2019 ; le troisième et dernier rapport (le présent document) couvre l’ensemble de la période de mise en œuvre du Programme d’action global, de 2015 à 2019. Le présent rapport livre une analyse des données quantitatives fournies par les partenaires clés du Programme d’action global pour chacun des dix indicateurs. En s’appuyant sur ces données quantitatives, il indique brièvement quels ont été les progrès réalisés par rapport aux indicateurs. On trouvera en conclusion de ce bref rapport quelques-uns des enseignements tirés du Programme d’action global qui pourront utilement guider la mise en œuvre du nouveau cadre global établi pour la période 2020-2030, L’éducation en vue du développement durable : vers la réalisation des ODD (L’EDD pour 2030). 
Global Citizenship Education for the Rule of Law: Doing the Right Thing 出版年份: 2018 机构作者: UNESCO | UN. Office on Drugs and Crime (UNODC) UNESCO and UNODC have established a partnership to promote the rule of law and a culture of lawfulness through education. Combining their resources and expertise, they are seeking to build the capacities of educators, teachers and policy-makers to plan and undertake educational activities that empower learners to take constructive and ethically responsible decisions in their daily lives that support justice, human rights and strong institutions to defend them. 
Proposal for a Global Action Programme on Education for Sustainable Development as Follow-up to the United Nations Decade of Education for Sustainable Development (DESD) after 2014 出版年份: 2013 机构作者: UNESCO The present document contains the proposal for a Global Action Programme on Education for Sustainable Development (ESD) and the comments and observations of the Executive Board thereon. 
برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار: أهم منجَزات المرحلة الأولى 出版年份: 2016 机构作者: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) انبثق برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار من الإطار المؤسسي لبرنامج اليونسكو لثقافة السلام واللاعنف.إن ثقافة السلام لا تقتصر على كونها مفهوماً بل تتعداه إلى كونها التزاماً بجعل السلام واقعاً ملموساً للجميع. فهي تعبِّ عن “مجموعة من القيم والمواقف والتقاليدوأنماط السلوك وأساليب الحياة تستند إلى [...] احترام الحياة وإنهاء العنف [... و] التمسك بمبادئ الحرية والعدل والديمقراطية والتسامح والتضامنوالتعاون والتعددية والتنوع الثقافي والحوار والتفاهم على مستويات المجتمع كافة وفيما بين الأمم” (المادة 1 من إعلان وبرنامج العمل بشأن ثقافة السلام،اليونسكو، 1999 ). وتثابر اليونسكو على العمل لغرس ثقافة السلام مع مراعاة اعتبارات التنمية، بمضافرة القوى مع أصحاب المصلحة الملتزمين فيمجال التربية والعلوم والثقافة، والاتصال والإعلام. 
United Nations Decade on Education for Sustainable Development (2005-2014): Education for Sustainable Development 出版年份: 2005 机构作者: UNESCO The Declaration of the International Conference on Ecology and Development, held in Rio de Janeiro in 1992, begins with the following words: "People are the main concern for sustainable development. They have the right to a healthy and productive life in harmony with nature. "The Declaration adopted at the World Summit on Sustainable Development, held in Johannesburg in 2002, reflected the commitment of world leaders to "create a humane, equitable and attentive to civil society, recognizing that each member of this society has its own human dignity". Education is the foundation of sustainable development, as discussed in chapter 36 of the Program-21 of the summit that was held in Rio de Janeiro in 1992. This idea was reiterated at the Johannesburg summit. The implementation plan foresees a link between the Millennium Development Goals for universal primary education for both boys and girls, with special attention paid to girls, and the Dakar Plan of Action on Education for All. The creation of a gender-sensitive educational system at all levels and in all types of education - formal, informal and informal - to reach those who are not involved in the educational process is an essential component of education for sustainable development. Education is considered a tool to address such important issues as rural development, health, the prevention of the spread of HIV / AIDS, the environment, as well as broader ethical and legal issues (for example, human values and human rights).There is no universal model of education for sustainable development. Despite the countries' agreement on the overall concept, the approaches to education in each country will differ due to local characteristics and priorities. Each country should define its priorities and actions, as well as goals, accents and processes, based on environmental, social, economic conditions and appropriate ways of solving the problem. Education for sustainable development is equally critical for both developed and developing countries. ОБРАЗОВАНИЕ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ: Декада ООН по образованию для устойчивого развития (2005 – 2014) 出版年份: 2005 机构作者: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Декларация Международной конференции по экологии и развитию, прошедшей в Рио-де-Жанейро в 1992 г., начи-нается следующими словами: “Люди являются главной за-ботой устойчивого развития. Они имеют право на здоровую и продуктивную жизнь в гармонии с природой”. Декларация, принятая на Всемирном саммите по устойчи-вому развитию, состоявшемся в Йоханнесбурге в 2002 г., отразила обязательства лидеров мировых держав “создать гуманное, равноправное и внимательное к проблемам че-ловека общество, признающее то, что каждый член этого общества имеет свое человеческое достоинство”. Образование является фундаментом устойчивого развития, об этом говорится в главе 36 Программы–21 саммита, про-шедшего в Рио-де-Жанейро в 1992 г. Еще раз эта мысль была подтверждена на саммите в Йоханнесбурге. План реализации предусматривает установление связи между Целями развития тысячелетия в отношении всеобщего на-чального образования как для мальчиков, так и для девочек, где девочкам уделяется особое внимание, и Дакарским пла-ном действий по Образованию для всех. Создание гендер-но–чувствительной системы образования на всех уровнях и во всех типах образования – формальном, неформальном и неофициальном – в целях охвата тех, кто не принимает участия в образовательном процессе, – важнейший компо-нент образования для устойчивого развития. Образование считается инструментом, направленным на решение таких важных вопросов, как развитие сельских регионов, здраво-охранение, предотвращение распространения ВИЧ/СПИД, экология, а также более широких вопросов этического и правового характера (например, общечеловеческие цен-ности и права человека).Универсальной модели образования для устойчивого разви-тия не существует. Несмотря на согласие стран в отношении общей концепции, подходы к образованию в каждой стране будут различаться в силу местных особенностей и приори-тетов. Каждая страна должна определить свои приоритеты и действия, а также цели, акценты и процессы, исходя из экологических, социальных, экономических условий и со-ответствующих путей решения проблемы. Образование для устойчивого развития в равной степени является критиче-ски важным как для развитых, так и для развивающихся стран. 
Promouvoir l’education a la citoyennete mondiale en afrique de l’ouest : Atelier international de renforcement de capacités des pays de la CEDEAO 07 – 09 Juillet 2015, Dakar, Sénégal 出版年份: 2015 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce rapport est le fruitde l’atelier international de renforcement de capacités organisé par l’UNESCO dans l’objectif de renforcer les capacités des pays membres de la Communauté économique des États de l'Afrique de l'Ouest (CEDEAO) pour la promotion de l’Education à la citoyenneté mondiale aux niveaux nationaux et régionaux. Autonomiser des citoyens du mon de actifs et construire un sens d’appartenance à une humanité commune ne font pas uniquement partie du mandat de l’UNESCO mais sont aussi des problèmes prioritaires pour l’Afrique de l’Ouest. Ce rapport d’atelier fournit des ressources, stratégies et feuilles de routes pour l’avancée et une meilleure intégration de l’ECM dans les politiques et les programmes éducatifs en Afrique de l’Ouest. Les feuilles de route ont été proposées par les Etats membres eux-mêmes et leur mise en œuvre dépendra de la disponibilité des ressources et des partenariats potentiels. 
Mobile Learning as a Catalyst to Global Citizenship Education in China: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning 出版年份: 2019 作者: Yao Yu | Shutong Wang | Lucy Emerson Haagen 机构作者: UNESCO The Beijing Royal School was one of the pioneer schools in China in incorporating mobile learning into pedagogical transformation. Its mobile learning programme started in 2010. Stemming from the school’s orientation towards global citizenship education, the Beijing Royal School recognizes mobile learning as both driver and enabler for supporting the development of students’ cognitive, socio-emotionaland behavioural dimensions, organized around knowledge acquisition, understanding and respect for difference and diversity, and responsible engagement with global issues. It takes advantage of a variety of mobile apps to support students’ multilingual education, and uses open educational resources (OER) to support multicultural education, taking advantage of the up-to-date worldwide data and information available on the web. It also engages with students from other countries in projects and courses that help the students to widen their understanding of diverse cultures and social contexts. Overall, this case study illustrates how to use mobile technologies to support the implementation of a well-defined and clearly structured educational vision by embedding the use of mobile technologies in students’ daily learning lives. 
Anytime, Anywhere Learning for Improved Education Results in Russia: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning 出版年份: 2019 作者: Alexander Uvarov | Julia Varlamova 机构作者: UNESCO The Harmony School in Izhevsk is a regular municipal school located in one of the city districts of the capital city of the Udmurt Republic in Russia. Students come to Harmony school from different cultural and social environments, with various physical and mental abilities, and the school is eager to create the best conditions for learning and developing for each of them. In 2012, Harmony School took a part in the School of Digital Age project supported by the federal Skolkovo project and the Russian branch of Microsoft. The mobile technologies in the school are implemented as a tool for anytime and anywhere learning to differentiate and individualize learning to improve education results.According to the school vision, mobile learning technologies should provide all students and teachers anytime and anywhere access to a variety of teaching and learning materials and digital instruments and students who are unable to attend classes should be able to continue their systematic studies. The mobile learning model should enable every student to experience independent learning activities in the digital educational environment and improve their educational results with new methods and organizational forms of teaching and learning. To implement this vision, the new school-wide teaching and learning practices including online/blended learning, mobile learning in the classroom and outside-classroom learning have been developed and used actively. The new in-school teachers’ professional development model has become a crucially important element for the project’s success.